Influence of Digital Equipment on Interaction Quality in Technology-rich Classroom

2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT) Pub Date : 2016-07-01 DOI:10.1109/ICALT.2016.82

Xiaochen Wang, S. Kong, Ronghuai Huang

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引用次数: 8

Abstract

Technologies, when embedded in instruction can provide unique opportunities for interaction. In this paper, to exploring the influence of digital equipment on interaction quality in Technology-rich Classroom, 54 lectures were observed in Hong Kong, Beijing and Shenzhen, and 626 interaction processes were recorded. The main conclusions are the following: (1) Interaction frequency, interaction object and interaction content in technology-rich classroom has been definitely enriched by digital equipment. Interaction quality in technology-rich classroom is extremely good, with an average score of 2.33 (1-3 scores). (2) From the perspective of "ownership" relationship between digital equipment and student, technology-rich classrooms are classified into three types. "Group-own" classroom is more helpful than "Individual-own" classroom for interaction quality. (3) Interactive whiteboard do not necessarily achieve more performance than multimedia-projector. But, interactive whiteboard could play an important role on interaction quality when 1:1 Pad/Laptop involved in classrooms. (4) Digital equipment and learning activities are collaborating to impact on interaction quality.

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数字化设备对科技课堂互动质量的影响

当技术嵌入到教学中时，可以为互动提供独特的机会。为了探究数字设备对科技课堂互动质量的影响，本文在香港、北京和深圳进行了54场讲座的观察，记录了626个互动过程。主要结论如下:(1)数字化设备明显丰富了科技课堂的互动频率、互动对象和互动内容。科技课堂的互动质量非常好，平均得分2.33分(1-3分)。(2)从数字设备与学生之间的“所有权”关系来看，技术丰富的教室分为三类。“集体课堂”比“个人课堂”对互动质量更有帮助。(3)交互式白板并不一定比多媒体投影仪表现更好。但是，当1:1 Pad/Laptop参与课堂教学时，交互式白板可以在互动质量上发挥重要作用。(4)数字设备和学习活动协同影响交互质量。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT)

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